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Laabri

Week 2.8: Bizarre Happenings

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Last updated about 3 hours ago
27 Nsɛmmisa
Mount Saint Helen
Reading Rodent
Weird Clouds (A Change in Time #1)
Where Am I? (A Change in Time #2)
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Mount Saint Helen

The Smoking Mountain

Mount Saint Helen (Mt. St. Helen) is a volcano located in the Pacific Northwest region of Washington. To date, the volcano is responsible for being the most destructive eruption in U.S. history. For many years, the famous volcano did not have much activity. In 1792, seaman and explorer Captain George Vancouver nicknames Mt. St. Helen "The Smoking Mountain." Native Americans local to the area once referred to the volcano as "Loowit" or "Louwala-Clough," which also means smoking mountain. On May 18, 1980, the smoking mountain had its famous eruption. Prior to the eruption, the volcano was the fifth-highest peak in Washington State, with an altitude of 9,677 feet tall.

The Famous Blast

On the morning of May 18th, the area recorded the largest landslide ever recorded. The landslide reduced the volcano's summit and triggered a lateral blast of ash and lava. This blast had a significant impact on the area within 3 minutes. Traveling 300 miles per hour, it destroyed over 230 miles of forest. The ash from the blast traveled 15 miles in the air and completely covered a nearby lake. Some of the destruction entailed 57 people killed, loss of 250 homes, 27 bridges and 15 miles of railway demolished, 185 miles of highway, and billons of dollars worth of damage. Within 15 days, the ash from the volcano encircled the Earth.

Warning Signs

Were there warning signs of an eruption? Fortunately, there was a great deal of activity in the month before the event that helped scientists predict that a volcanic eruption was on the horizon. In late March, a 4.1 earthquake in the area signified the volcano's awakening. This earthquake interested scientists, who soon flocked to study the landform. A small explosion blew a 250-foot hole into the volcano just a week after the earthquake. Similar explosions continued to occur over the next month. In April, a large bulge appeared on the volcano's north face. This bulge continued to push outward approximately 5 feet a day until the morning of the explosion.

Recovery & The Volcano Today

The eruption of Mt. St. Helen was responsible for over a billion dollars of damage in the surrounding area. During the cleanup, over 900 tons of ash were collected. Despite the massive damage, plant, and wildlife were able to return to the area. While thousands of animals perished in the blast, many beetles and spiders began to return to the site after a few months. Within three years, 90% of the original plant species grew again in the blast zone. The return of the plant life helped many bird species and mammals, such as elk and deer, to come back to live there. Although the volcano is still active, it does not show signs of another eruption anytime soon. Today, the volcano has almost fully recovered and is visited yearly by over 500,000 people.

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1.

How are the subtitles in the passage helpful to the reader?

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2.

The photograph of the volcano and the information in paragraph 2 does not support which of the details below?

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3.

The author wrote the paragraph "Warning Signs" mainly to-

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4.

Which idea is best supported by details in this selection?

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5.

Which section of the text would the detail below best fit in?

The volume of debris that occurred from the initial landslide is said to be the size of one million Olympic-sizes swimming pools.

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6.

What is the main idea of the passage?

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7.

What sign indicated the volcano's awakening?

Reading Rodent

Mrs. Braman, Mrs. Frilly, and Mrs. Spelling were all teaching partners in the fifth grade. Mrs. Braman taught reading, Mrs. Frilly taught science and Mrs. Spelling taught math. One afternoon, Mrs. Braman had just finished teaching the reading lesson and instructed her students to their desks and begin reading. Her students had just pulled out their books and were all nose-deep in their text in a few minutes.

Mrs. Braman walked around the room, talking with her readers about their books. She noticed that one of her students had her hand in the air and a puzzled look on her face. Mrs. Braman walked up to Jada and asked her what was wrong. "Mrs. Braman, there is a mouse in the bookshelf," stated Jada. Mrs. Braman quickly turned to the bookshelf to see a little mouse poking its head out of the shelf. Not wanting to alarm her students, she motioned for Jada to keep quiet by putting her finger over her lips. "Mrs. Spelling," said Mrs. Braman, "I need you in my classroom. Grab a bucket." The two teachers met in front of the classroom while Mrs. Braman filled her in on the situation. Mrs. Frilly noticed them talking and inquired about what was going on. They decided that all students would go to Mrs. Frilly's classroom. Mrs. Braman and Mrs. Spelling would get the reading rodent out of the room.

Mrs. Braman walked into her classroom and exclaimed, "Okay students, there's been a change of plans. We are going to Mrs. Frilly's classroom for an extra science lesson!" The kids looked confused but shut their books to wait for further instruction. As she ushered her class into the other room, Mrs. Spelling walked in with a substantial, clear container to help trap the mouse. Once the students were in the other classroom, the two teachers removed books from the shelf to find the animal. They tried to be as quiet as impossible, as they did not want the students to know what was happening. They could not locate the mouse after taking all the books off the shelf.

The teachers were unsure of what to do next. Mrs. Braman did not want the mouse to be in her classroom. Suddenly, they grey mouse ran right through the classroom toward Mrs. Braman. Mrs. Braman, scared, jumped into the air and started screaming, "Ahhhh!" The students all popped out of their seats and went to see what all the commotion was about. Mrs. Spelling threw the plastic container over the mouse, scooped it up, and quickly left the room. Not understanding what had happened, the classes looked at their teacher, bewilderedly. Mrs. Spelling had the mouse in tow and walked toward the door to take it outside.

When Mrs. Braman saw Mrs. Spelling walking back into the school with the empty container, she knew that everything had been taken care of. She gave Mrs. Spelling a quiet thumbs-up. She walked into Mrs. Frilly's classroom and told the students to return to their classrooms. The students obediently lined up and filled into their original rooms, still unsure of what had happened.

Mrs. Braman's heart was beating very rapidly, but the students were unaware of this. She needed a few minutes to calm down from all the excitement, so she instructed the students to return to reading their books. After letting the events digests, Mrs. Braman walked up to Jada and whispered. "Out furry friend is all taken care of," she said smiling. Jada smiled, shrugged, and went back to reading her book. After school, Mrs. Braman Mrs. Spelling, and Mrs. Frilly had a good laugh about their day. "That certainly wasn't in my lessons plans for today," said Mrs. Spelling. "You were my hearo today!" exclaimed Mrs. Braman."I hope that reading rodent does not return!"

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8.

Which sentence below shows that Mrs. Braman was feeling anxous?

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9.

What does the word ushered mean from reading the text?

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10.

Mrs. Spelling's action in the story suggest that she is:

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11.

The reader can tell that "Rodent Reading" is considered realistic fiction because it:

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12.

Mrs. Braman's main conflict was solved in the story when:

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13.

How did Mrs. Braman feel when she saw the mouse?

Weird Clouds (A Change in Time #1)

by Peter Balmaseda

“Okay, class!” Ms. Thompson announced loudly. “Before we go into the observatory, please pay attention.” It was a Tuesday night, and everyone was sitting in a bus parked in front of the Goddard Observatory. Jorge barely listened, because he was so excited. His class had been trying to visit the Goddard for months. Each time, however, the visit had been canceled because the weather was cloudy, rainy, or snowing.

Tonight, however, viewing conditions were perfect for skygazing. Jorge wished the teacher would hurry up.

“There are three rules for tonight,” Ms. Thompson said. “Rule 1: Use your indoor voices. No shouting!

“Rule 2: Listen to what the museum staff and scientists tell you, especially when it comes to using the equipment. And Rule 3: Be on your best behavior.”

Ms. Thompson looked right at Jorge as she added that last rule. Every student on the bus turned to look at him, too. Jorge smiled and nodded. His best friend, Manny, who was sitting next to him, elbowed Jorge.

“Is it tough having a reputation for pulling pranks?” Manny asked.

Jorge elbowed him back. “Not as tough as having a reputation for being a slacker, like you!” Jorge replied, smiling. Manny rolled his eyes.

“Okay, everyone. Let’s go in.” Ms. Thompson led the class toward the building entrance. Most students left their backpacks behind, but Jorge brought his. He liked having a notebook available in case he wanted to take notes.

“Please tell me you have something planned,” Manny whispered as they got off the bus.

Jorge chuckled. He was known as both a computer whiz and a mischievous prankster. The time he reprogrammed every computer in the school to play—at the same time—a marching band rendition of ‘Happy Birthday’ for the principal? Classic Jorge! But tonight, he didn’t have any pranks in mind. He just wanted to look at the stars.

As the class entered the observatory’s enormous central room, the dome above it was opening. Twenty minutes later, Jorge was gazing through the eyepiece of a huge telescope, marveling at how bright the stars of the Big Dipper appeared. Eventually, he stepped back, letting the next student have a turn.

After everyone had a chance to use the telescope, Dr. Serena Winters, the scientist leading the tour, told the students they would look at the moon next.

“Wait, Dr. Winters—look!” an observatory staff member said and pointed to the sky, where dark, rolling clouds had very quickly formed.

“That’s bizarre,” said Dr. Winters. “Where did those clouds come from?”

“The forecast was clear for tonight,” responded the staff member, who began typing into his computer. “Those are definitely storm clouds.”

A moment later, the dome began closing.

“Sorry, everyone,” said Dr. Winters. “We are going to have to cut this visit short.” The students groaned loudly.

“All right, all right,” Ms. Thompson called, “let’s go downstairs and back to the bus. In an orderly fashion, please!” Just as she finished speaking, sounds of thunder shook the building. The dome was still closing as Jorge grabbed his backpack and waited behind Manny to go down the stairs.

Lightning lit up the space. Thunder followed soon after. A moment later, the observatory lost power.

“Everyone stay right where you are, including those on the stairs,” Dr. Winters called out into the darkness. “Don’t move.” The students could hear more thunder booming. After a few minutes, it stopped.

Finally, the power returned and the lights came on.

“Wasn’t that something, Jorge?” Manny turned around. “Jorge?” But his pal was no longer behind him.

In fact, Jorge was… gone.

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14.

Why was Jorge’s class finally able to visit the Goddard Observatory after multiple failed attempts?

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15.

How does the text describe Jorge, according to his classmates?

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16.

Jorge isn’t planning on pranking anybody while at the observatory. What evidence best supports this conclusion?

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17.

Why might Manny be surprised that Jorge is missing?

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18.

What is the main idea of the text?

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19.

How does the author build suspense and mystery leading up to Jorge’s disappearance?

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20.

Choose the answer that best completes the sentence below.

________ Jorge leaves the observatory, he grabs his backpack.

Where am I? (A Change in Time #2)

By Peter Balmaseda

Jorge opened his eyes to find he was no longer inside the observatory at night. Now, he was outside, and it was a bright and sunny day. Looking around, Jorge saw he was in the center of a pretty city park. Two people walked by, wearing brightly-colored reflective jumpsuits. He overheard them speaking in what sounded like Spanish.

“Where am I?” Jorge wondered in shock. “What happened? How did I get here?”

Looking for answers, he pulled his cellphone out of his backpack. The screen read, “No service.” He went into his phone’s settings and searched for a wi-fi or local network. Nothing there, either.

“Maybe I need to move to get a better connection,” he thought. After walking for a while, Jorge came to a big street. Strange-looking cars drove by. They were big, flat, and wide, and looked like something out of the 1950s. Also, Jorge noticed with surprise, none of them made any engine noise—a nice change from the loud cars he was used to hearing. But why were they so different from what he was used to?

Just then, a middle-aged man walked by wearing a shiny red jumpsuit and a red hat.

“Excuse me,” Jorge said to him. “Can you please tell me where I am?”

“Lo siento, no te entiendo.” The man hurried on his way. Jorge understood the words because his parents spoke Spanish with him at home. The man had said in Spanish that he didn’t understand what Jorge was saying. Where was he?

Jorge looked for someone else to talk to but no one was nearby. Across the street, a sign on a storefront read Supermercado. “Ah… a supermarket. I guess I’ve landed in some Spanish-speaking place,” Jorge thought. “But… how?” He crossed the street and entered the store, where he spied big piles of unfamiliar products, stacked in cubes. Confused, Jorge looked around the store.

<Can I help you?> asked a woman wearing a crisp blue jumpsuit with an apron, also speaking Spanish. Maybe she worked here?

<Do you speak English?> Jorge asked.

<What is English?> the woman replied, smiling sweetly.

She must be joking, Jorge thought. He decided to play along, speaking Spanish to her: <I am lost. Would you please tell me where I am? What city?>

<Of course,> she replied brightly. <You are in Lyndhurst, New Jersey. >

Jorge was startled. He lived in Lyndhurst, but this couldn’t be his town. Everything was different here, and everyone was speaking Spanish. Not that many people in his Lyndhurst spoke Spanish.

The woman, who wore a name tag that read “Roana,” saw that Jorge was confused. <Just use your CI in that terminal there. It will tell you where you are and how to get home. >

Jorge looked where she pointed. It was a thick pole with a mirror on it.

<Use my what?>

<Your CI. You know, your Chip Implant.>

Perplexed by Jorge’s confusion, Roana smiled again and said, <Come, follow me. > She led him to the pole, took his arm, and waved it in front of the mirror. It flashed red but didn’t do anything else.

<Hmmm. That’s strange. Let’s try it again.> Again, she waved his arm in front of the mirror. Again, it flashed red but nothing else.

<Maybe it’s broken,> Roana said. But when she waved her arm, the mirror vanished and a male face appeared.

“That’s odd,” thought Jorge, “there’s something familiar about that face.”

<It seems to be working for me,> Roana said. <Maybe there is something wrong with your CI?>

Someone called out to Roana. <I’ll be right back,> she told Jorge and walked off.

Jorge looked at the pole and that somehow familiar face, which was patiently waiting for him to do something. But Jorge couldn’t find a keyboard. “Maybe it’s voice-activated,” he thought.

<Where am I?> Jorge asked out loud, in Spanish.

<You are in Lyndhurst, New Jersey. > The face vanished, and a globe appeared. It zoomed in on the United States, then New Jersey, then Lyndhurst. So, clearly, this was his hometown. But why was everything so different?

Then Jorge had an idea.

<What is today’s date?> he asked. The map was replaced by a date, with local news stories listed underneath.

As he looked at the reply, Jorge’s stomach tightened.

<Today,> it read, < is May 5, 2125.>

He was one hundred years in the future.

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21.

Where is Jorge when he first opens his eyes in the text?

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22.

Which of the following shows the correct sequence of steps Jorge takes to figure out where he is?

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23.

Read the following sentences from the text.

“<Can I help you?> asked a woman wearing a crisp blue jumpsuit with an apron, also speaking Spanish. Maybe she worked here?

<Do you speak English?> Jorge asked.

<What is English?> the woman replied, smiling sweetly.

She must be joking, Jorge thought. He decided to play along, speaking Spanish to her: <I am lost. Would you please tell me where I am? What city?>

<Of course,> she replied brightly. <You are in Lyndhurst, New Jersey.>

Jorge was startled. He lived in Lyndhurst, but this couldn’t be his town. Everything was different here, and everyone was speaking Spanish. Not that many people in his Lyndhurst spoke Spanish.”

What conclusion can you draw from this evidence?

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24.

Why might the Chip Implant terminal not work for Jorge?

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25.

What is the main idea of this text?

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26.

Read the following sentences from the text.

“He crossed the street and entered the store, where he spied big piles of unfamiliar products, stacked in cubes. Confused, Jorge looked around the store.”

As used in this excerpt, what does the word “unfamiliar” most closely mean?

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27.

Choose the answer that best completes the sentence below.

________ Lyndhurst, New Jersey is Jorge’s hometown, he doesn’t recognize anything around him